Addressing Music Intelligence Across the Curriculum

By Christina Grant.

Published by The Arts Collection

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Article: Print $US10.00
Article: Electronic $US5.00

In the contemporary classroom, students represent a rich mosaic of races, religions and cultural backgrounds. They come with a wealth of varied experiences, abilities, and interests. One of the greatest challenges facing teachers today is to respond to this broad spectrum of student needs. In response to this evolving phenomenon, educators and researchers have been exploring Differentiated Instruction – a pedagogical approach in which teachers proactively modify curricula, teaching methods, resources, learning activities, and student products in order to maximize the learning opportunity for students in the classroom. In an effort to address the needs of individual students, teachers may offer a variety of activities that are intended to address each of what Gardner (1993) identifies as Multiple Intelligences. In the general classroom, the choices and options often remain limited, however, for students with strength in Musical Intelligence. In addition, students who might otherwise be challenged to develop this intelligence further by such activities often miss out. The lack of musical opportunities across the curriculum is, in part, due to the naïve interpretations of Musical Intelligence. Moreover, many classroom teachers do not feel that they have the knowledge, skill or time to integrate music into regular classroom experiences. This paper draws connections between theory and practice - exploring authentic processes for addressing Musical Intelligence in interdisciplinary contexts and ways in which the discipline of music can inform our experiences and understandings of the world in which we live.

Keywords: Musical Intelligence, Differentiated Instruction, Integrated Curriculum

International Journal of the Arts in Society, Volume 5, Issue 4, pp.59-70. Article: Print (Spiral Bound). Article: Electronic (PDF File; 656.786KB).

Dr. Christina Grant

Assistant Professor, Music Education and Visual Art Education, Faculty of Education, Brantford Campus, Nipissing University, Brantford, Ontario, Canada

Author, composer, arranger, and jazz musician, Christina Grant is Assistant Professor of Music Education and Visual Arts Education at Nippising University (Ontario, Canada). In addition, she is the founder of Kidzjazz Canada, an organization that is committed to jazz education and the development of holistic jazz programs that engage learners in authentic music making experiences. Her research includes the exploration of Differentiated Instruction as it is enacted in the Music Education context. Dr. Grant is also committed to exploring the Arts as vehicles for informing the research process, and has conducted research projects which infuse music, poetry, and visual arts into the interpretation and dissemination of the research findings. As a faculty member in a pre-service education program, Dr. Grant is currently engaged in collaborative self –study research exploring her practices as a teacher educator.


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